EN106 First Yr Wrtng Seminar II: Academic Research & Writing

for S2U 2011

Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course Description: EN 106 (C) First year Writing Seminar II: Academic Research and Writing: The course provides sustained experience with the research and writing tasks common in the academy. Students will explore various academic genres, with particular focus on learning to undertake academic inquiry: engage in close reading; incorporate research into their writing; and document sources. Peer response, reflection and revision are emphasized through a summative course portfolio. Pre-Requisite: EN 105 or equivalent. 3:0:3

Educational Philosophy: English 106 focuses on those writing and research tasks common to all collegiate courses, regardless of discipline. We will cover such topics as engaging in academic inquiry, developing an argumentative thesis, organizing an academic essay, documenting sources, and editing your prose.

Throughout the course we will practice what have been called the "habits of mind" of academic writers. Drawing from the readings included in our textbook and from scholarly research located via Park University McAfee Library online and the Luke AFB library, you will compose academic essays, two of which will be significant revisions of earlier essays. Your work will culminate with a portfolio due in the seventh week of the course, followed by a final exam in the eighth week.

The pattern and import of your work--establishing and articulating your position in relationship to other, textually defined positions, joining in conversation with ideas--is reflected in and supported throughout our text. It is also the very sort of work you will continue to do as you pursue a field of study, establishing your own experience and expertise for your vocational and intellectual future.

Learning Outcomes:Core Learning Outcomes

Develop and maintain a controlling theme and/or focus for a research essay(s) that is fully developed in the use of details and examples.

Analyze and integrate research resources for essays based on traditional and online research, which include using appropriate documentation practices.

Core Assessment:

Every course has a Core Assessment, which is one assignment given in all sections of the course. For En 106 the Core Assessment consists of one final-draft essay from each student’s portfolio, chosen by the student, plus a Reflective Essay. Written at the end of term, the Reflective Essay must describe in significant detail the student’s strengths and a discussion of opportunities for improvement as revealed in the complete portfolio. The reflective essay must also analyze the student’s overall development as a writer over the duration of the semester/term.

Although all students in all sections will present a portfolio that includes evidence of prewriting and multiple drafts, the Core Assessment will consist only of one final-draft essay and the Reflective Essay.

Five substantial writing assignments, two of which incorporate deep revision

A summative "best works" portfolio including the student's two strongest essays, artifacts related to the writing process, and a reflective essay

Three peer review activities

Final examination

Grading: You will be able to track your average exactly throughout the course. The grading scale is as follows:
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = 0-59

You will know in advance the standards for each assignment. My goal is to give you prompt, clear, and useful feedback to help you become a better, more thoughtful writer.

Late Submission of Course Materials: I expect that all assignments will be handed in on time. In the event you are unable to complete the assignment on time, you may submit it late with a letter grade penalty for each late day.

Classroom Rules of Conduct: Throughout the course, you will have questions about assignments and other matters. You have several channels available to you for communicating course concerns with me. Email is generally the most convenient channel, but you may also contact me by phone. I will make every effort to respond to all messages and inquiries within 48 hours and return all formal grades within one week of the deadline for completion of the work.

Please ensure your cell phone is off or in vibrate mode during class. Texting and emailing are appropriate only during breaks, before or after class.

Course Topic/Dates/Assignments:

Week 1 March 15

Chapter 1--Everything is an Argument
Read pages 3-42 in text

Bring to class written answers to question 2, p. 42
Bring to class written answers to question 3, p. 43

Week 2
March 22

Chapters 2,3,4--Arguments from the Heart, Arguments Based on Character and Arguments Based on Facts and Reason
Read pp 45 - 100 in text

Bring to class information to write the answer to question 4, p. 201. Do not write the essay; merely bring the information so you are able to write it during class.
You will do a peer review of a colleague's answer during class.

Week 5 April 12

Bring written answer to question 1, p. 274.
Bring to class a written answer to question 6, p. 275. You will peer review a colleague's answer during class.

Portfolio Due
Bring to class the written answer to question 2, p. 513
Bring to class written answer to question 1, p. 547

Week 8
May 3

Final Quiz

Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2010-2011 Undergraduate Catalog Page 92-93Do not plagiarize in my class. At the least you will fail the assignment.

The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.

Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.

In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".

A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.

Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.

Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Rubric

Competency

Exceeds Expectation (3)

Meets Expectation (2)

Does Not Meet Expectation (1)

No Evidence (0)

Focus Outcomes1, 2

The main point, or thesis, of the essay is not only abundantly clear to the reader, but gracefully expressed in a clear, strong voice appropriate to the topic.

The main point, or thesis, of the essay is clear, although could be expressed more gracefully. The voice is appropriate for the topic, for the most part.

The essay lacks a main point and instead presents several potential theses. The voice is not appropriate to the topic.

No portfolio is turned in or guidelines are not followed.

Development Outcomes1, 2

The essay presents relevant and tasteful detail that supports the thesis and provides an appropriate sense of exploration of topic, with attention to ambiguities as well as certainties.

The essay presents relevant detail, but needs further explanation. It is not always clear how the information supports the thesis. Ambiguities are not addressed, or are addressed within a rigid framework.

The essay lacks appropriate and relevant detail, and emphasizes information rather than interpretation. Ambiguities are not addressed.

No portfolio is turned in or guidelines are not followed.

Organization Outcomes1, 2

Details are organized logically, and with a pleasing sense of exploration. Digressions are appropriate and add to the overall argument.

Details are logically organized, but are sometimes simply tacked on without adequate discussion or sense of purpose Digressions are sometimes puzzling.

The organizational plan is confusing and often irrelevant to the stated purpose of the essay.

No portfolio is turned in or guidelines are not followed.

Content of Communication Outcomes1, 2

Central topic and purpose is substantial, relevant, and creatively addressed with fresh insight. Details are carefully analyzed in ways that support the thesis and reveal new perspectives. Voice is consistently graceful, strong, and appropriate throughout.

Central topic and purpose is potentially good, but could be further developed. Details and examples are sometimes irrelevant or inadequately analyzed, but potentially good. Voice is good, but prosaic.

Central topic lacks clarity and the purpose is not always clear. Details are irrelevant or inadequately explained. Connections are unclear. The voice does not match the purpose of the essay.

No portfolio is turned in or guidelines are not followed.

Technical Skill in Communicating Outcomes2

Writing employs conventions of Standard Written English with grace and style. Use of MLA documentation is flawless.

Writing employs conventions of Standard Written English adequately, with only occasional gaps. Use of MLA documentation is fully adequate, with only occasional gaps.

Writing shows persistent problems with the use of Standard Written English. Statements are often illogical or incomprehensible. Use of MLA documentation is spotty, fails to follow form, or absent from the paper.

No portfolio is turned in or guidelines are not followed.

Understanding Audience and Purpose Outcomes2

The purpose of the essay is abundantly clear through the use of a clearly stated thesis. The writer addresses a specific audience using an appropriate level of discourse and anticipating possible questions.

The purpose of the essay is essentially clear, though the thesis could be further clarified. The writer addresses a specific audience, though does not always anticipate reader's questions.

The purpose of the essay remains unclear. The writer does not consider the needs of the audience and does not include appropriate discourse.